Number sense is open to debate in Middleboro

Thursday

MIDDLEBORO — Parents, maybe you've been there — while helping your child with a simple math problem they turn to you and say, "that's not how we learned it in school!"

MIDDLEBORO — Parents, maybe you've been there — while helping your child with a simple math problem they turn to you and say, "that's not how we learned it in school!"

Middleboro elementary students, along with over two million American children, are learning their math using the University of Chicago's (USC) "Everyday Mathematics" program, leaving some parents frustrated by its non-traditional methods.

Piloted in Middleboro in 2005 and adopted for 2006, the Everyday Mathematics (EM) program draws its theories from decades of research conducted by mathematicians, education researchers and dozens of other experts.

Three important findings of the comprehensive study that EM addresses: young children were capable of comprehending advanced math principals using their own informal methods; children (in traditional math programs) were learning formulas and methods but with very little understanding; and conventional textbooks moved far too slowly thus failing to engage the learner.

While some findings may be open to debate one clear fact emerged: American students were being outperformed by their foreign counterparts in mathematical competence. Math fluency is often viewed as a key component to ensuring progress and success for students and the nation as a whole.

Studies throughout the 1980s found that higher achieving countries were challenging younger students to figure out math problems by constructing their own methods of solving using "manipulatives" like dominoes, unisix (linking) blocks, cards, calculators and other "hands on" tools.

This way of learning is characteristic of "constructivist" theory in education, which has students make relevant connections to the lesson and their world and "construct" their own understanding of material. Studies showed that students were capable of inventing their own way of solving math problems beyond grade level expectations in ways meaningful and effective to them.

Another key finding was that children were memorizing formulas and methods but were not really understanding the reasoning. According to USC, this was impeding students from advancing in later grades.

The study also showed that conventional textbooks were largely devoted to review from previous year without advancing the learner. Annual repetition with little progress was the standard. In other words, the way most parents learned math was not optimal, according to USC studies.

Everyday Math addresses these shortcomings by including investigation into advanced math principals such as measurement, geometry, algebra and statistics beginning in kindergarten. The program goals focus on the student understanding what is being taught.

A typical Everyday Math lesson requires 90 minutes to teach and calls for teacher instruction, and group, partner and instructional activity. Some critics believe the program is much to language intensive because students are required to explain their method verbally in journals or orally with every lesson.

One fifth grade teacher who does not teach in Middleboro and who wished to remain anonymous, said "Everyday Math is a language based program. Many students with language weakness have strength in math but are unable to shine because they can't wade through all the wording."

"All of the research in recent years indicates that students need to 'speak math'. Students are encouraged to discuss their mathematical thinking and actively listen to each other. Teachers guide student understanding through questions and clarifications and help students learn to make logical mathematical arguments." Ms. Craig said.

Everyday Math is full of learning games which some parents find frustrating. There is no text book to accompany the program and some educators have stated the need to supplement the program using materials from other math programs.

Although EM teaches students many ways to solve a problem, some people find it unnecessary. The nontraditional methods are sometimes cumbersome. In lattice multiplication, for example, the students are expected to draw boxes with diagonal lines through it. The factors are placed around the perimeter of the box. It is a particularly lengthy way of multiplying that doesn't seem to make sense compared to traditional methods. Students are expected to explain their reasoning and method coherently.

Ms. Craig presented an update on the program at the Feb. 12 school committee meeting.

A survey on Everyday Math was given to Middleboro teachers, parents and students last spring with over 400 respondents. According to Theresa Craig parents are recognizing that their children are improving mathematically.

Students in younger grades reported they were excited about learning math and that they enjoyed the group discussions and games. This was less so in older elementary grades.

Ms. Craig informed the committee that teachers were less supportive that "real world problem solving opportunities built into the program." She added that the concern will be further studied because that is "actually a selling point of Everyday Math."

Per the data presented, teachers were concerned that students lacked "automaticity," that is the ability to know math facts without thinking about them. Ms. Craig acknowledged that Everyday Math does not address automaticity.

Pacing of the program is also a problem because each skill is introduced and practiced at a brisk pace. The program is designed to "spiral." This concept was explained by Ms. Craig, "Concepts and skills are continually revisited and built upon throughout the year. This is a change from the traditional method of introducing a skill for several weeks and then moving onto another skill."

Everyday Math teachers in Middleboro attend training sessions before and during the school year. Because the program moves quickly from one concept to the next, it is crucial that teachers adhere to the curriculum but, according to the survey, many teachers are having difficulty finding sufficient time for instruction.

Parent support is often thought to be key to student success but some critics believe that Everyday Math alienates some parents who find it frustrating that there is no textbook for the program.

Middleboro parents have opportunity to get involved by using the home links that accompany each unit in EM. There was also an Everyday Math game night for families at the Burkland School last year.

Ms. Craig believes "new math" does have a value and she understands that "it is a bit of a struggle when you're trying to help your child when you're not familiar with the method."

She plans to reach out to parents more. Burkland School principal, Mrs. Snyder, is working with teachers to expand workshop offerings next year.

MCAS scores on number sense and measurement, a previous concern, have risen to state average since EM was implemented, Ms. Craig reported.

For more information surrounding the controversy of Everyday Math, people can search the web or visit www.everydaymath.uchicago.edu.

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